| Overall Rating | Reporter |
|---|---|
| Overall Score | |
| Liaison | Tatiana Molina Velásquez |
| Submission Date | March 4, 2022 |
Universidad CES
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
Reporter |
Tatiana
Molina Jefe sostenibilidad Sostenibilidad |
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indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The Inclusion Index for Higher Education (INES) describes the perception that the different actors of the university community have about the practices in inclusive education of the CES University in Medellín.
At the end of 2020, the Inclusion Committee shared an electronic form with undergraduate and graduate students, teachers and administrators of the institution to identify strengths and weaknesses in inclusion issues at the U. A total of 717 people from the institutional community participated, within which 56% were undergraduate students, 20% administrative, 17% teachers and 7% postgraduate students.
The INES seeks to evaluate and measure the perception of the actors of the university community about the practices and policies in inclusive education that are carried out at the CES University.
Data collection and analysis took a period of 3 months. Where practices and policies of inclusion in academic, administrative, financial processes, social impact, research and artistic and cultural creation, among others, were evaluated.
Based on the observations made in the research, it is intended to strengthen the mechanisms for attention to student diversity, and promote the differential approach in institutional practices and policies, including the planning of physical and technological infrastructure.
At the end of 2020, the Inclusion Committee shared an electronic form with undergraduate and graduate students, teachers and administrators of the institution to identify strengths and weaknesses in inclusion issues at the U. A total of 717 people from the institutional community participated, within which 56% were undergraduate students, 20% administrative, 17% teachers and 7% postgraduate students.
The INES seeks to evaluate and measure the perception of the actors of the university community about the practices and policies in inclusive education that are carried out at the CES University.
Data collection and analysis took a period of 3 months. Where practices and policies of inclusion in academic, administrative, financial processes, social impact, research and artistic and cultural creation, among others, were evaluated.
Based on the observations made in the research, it is intended to strengthen the mechanisms for attention to student diversity, and promote the differential approach in institutional practices and policies, including the planning of physical and technological infrastructure.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Proposals for the improvement plan
• Build the institutional inclusion policy
• Promote flexibility in curricula, teaching practices, and assessment tools
• Generate capacities for inclusive education in all
actors of the university community
• Inform all the actors of the University community about
institutional practices in inclusive education
• Articulate the improvement plan with the strategic line
"Management and Social Inclusion" of the Development Plan 2020 2025
• Articulate the improvement plan with the processes of
institutional accreditation
• Communication strategies, as a transversal axis for all
factors
• Social appropriation of knowledge on inclusion issues
• Build the institutional inclusion policy
• Promote flexibility in curricula, teaching practices, and assessment tools
• Generate capacities for inclusive education in all
actors of the university community
• Inform all the actors of the University community about
institutional practices in inclusive education
• Articulate the improvement plan with the strategic line
"Management and Social Inclusion" of the Development Plan 2020 2025
• Articulate the improvement plan with the processes of
institutional accreditation
• Communication strategies, as a transversal axis for all
factors
• Social appropriation of knowledge on inclusion issues
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
Factors with the highest valuation (1 to 5)
Institutional Wellbeing: 4.06
Organization, administration and management: 4.07
National and international visibility: 4.02
Factors with lower valuation (1 to 5)
Relevance and social impact: 2.97
Research and artistic and cultural creation: 3.08
Institutional Wellbeing: 4.06
Organization, administration and management: 4.07
National and international visibility: 4.02
Factors with lower valuation (1 to 5)
Relevance and social impact: 2.97
Research and artistic and cultural creation: 3.08
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
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Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.